RESUMEN Se presenta un sistema de recomendación creado para optimizar la designación de profesores en el área de Gestión Computacional. La problemática radica en la subjetividad y poca eficiencia y para abordarlo se emplean técnicas de machine learning, específicamente el filtrado colaborativo y el análisis predictivo, con el propósito de mejorar la selección en función de experiencia, formación académica, destrezas pedagógicas y contentamiento. Se recopiló información de los últimos cinco años a través de encuestas a estudiantes y evaluaciones de desempeño en la docencia, identificando patrones en las asignaciones previas y predecir qué persona se ajusta mejor a los cursos futuros. Las asignaturas consideradas: Organización y Arquitectura Computacional, Sistemas Operativos, Redes de Computadoras, Seguridad Informática, entre otros. Como resultados, se demuestra una gran precisión, incrementando la satisfacción y optimizando el desempeño académico a comparación de métodos tradicionales. En conclusión, existe una contribución significativa en la mejora de la calidad educativa.

ABSTRACT A recommendation systen created to optimize the appointment of professors in the area of Computational Management is presented. The problem lies in subjectivity and lack of efficiency, and to address it, machine learning techniques are used, specifically collaborative filtering and predictive analysis, with the purpose of improving selection based on experience, academic training, pedagogical skills and contentment. Information from the last five years was collected through student surveys and teaching performance evaluations, identifying patterns in previous assignments and predicting which person is best suited for future courses. The subjects considered: Computer Organization and Architecture, Operating Systems, Computer Networks, Computer Security, among others. As a result, great accuracy is demonstrated, increasing satisfaction and optimizing academic performance compared to traditional methods. In conclusion, there is a significant contribution to the improvement of educational quality.

RESUMO Objetivo: Analisar a sobrevida global e específica em cinco anos para o câncer de mama feminino na Grande Cuiabá, Mato Grosso, Brasil. Métodos: Coorte não concorrente, de base populacional, por meio do Registro de Câncer de Base Populacional da Grande Cuiabá (Cuiabá e Várzea Grande), com mulheres diagnosticadas com câncer de mama no período de 2008 a 2013, seguidas até 2018 no banco de mortalidade regional. A amostra foi composta do total de 1.220 mulheres. Para a análise da sobrevida de cinco anos foram utilizadas as curvas de Kaplan-Meier e o modelo de regressão de riscos proporcionais de Cox, computando-se os hazard ratios para a estimativa das variáveis. Compararam-se as curvas por meio do teste log-rank (p<0,05). O linkage probabilístico foi realizado por meio do software Link Plus 2.0, e a análise de sobrevida foi realizada pelo STATA versão 12.0. Resultados: Não houve diferença estatística entre as sobrevidas global (SG) e a específica (SE) (SG 78,0%, intervalo de confiança de 95% — IC95% 75,6–80,2; SE 81,0%, IC95% 78,7–83,2). Apresentaram pior sobrevida as mulheres com menor escolaridade (SG 58,33%; SE 64,89%) e sem parceiro (SG 64,81%; SE 70,41%). Conclusão: Observa-se, assim, que a escolaridade e o estado civil afetaram as sobrevidas global e específica para o câncer de mama feminino. Faz-se necessário propor políticas que atendam ao perfil de mulheres com menor sobrevida.

ABSTRACT Objective: To analyze the overall and cancer-specific five-year survival rates for female breast cancer in Greater Cuiabá, Mato Grosso, Brazil. Methods: A non-concurrent, population-based cohort study using the Population-Based Cancer Registry of Greater Cuiabá (Cuiabá and Varzea Grande), including women diagnosed with breast cancer from 2008 to 2013, followed through 2018 in the regional mortality database. The sample consisted of a total of 1,220 women. Five-year survival analysis was performed using Kaplan-Meier curves and the Cox proportional hazards regression model, computing hazard ratios for variable estimation. Survival curves were compared using the log-rank test (p<0.05). Probabilistic linkage technique by the RecLink III software and survival analysis were conducted using STATA software version 12.0. Results: There was no statistical difference between the overall (OS) and cancer-specific survival (SS) rates (OS 78.0%, 95%CI 75.6–80.2; SS 81.0%, 95%CI 78.7–83.2). Women with lower educational levels (OS=58.33%; SS=64.89%) and those without a partner (OS 64.81%; SS 70.41%) exhibited poorer survival. Conclusion: This study demonstrates that educational level and marital status significantly impact both overall and cancer-specific survival rates for female breast cancer. There is a need to propose policies that address the profile of women with lower survival rates.

Adopting Artificial Intelligence for IT Operations (AIOps) holds transformative potential within Higher Education Institutions (HEIs) in developing countries. This systematic literature review delves into the benefits, challenges, and emerging trends associated with AIOps integration in this context. The review encompasses studies published between 2013 and 2023, focusing on the academic, administrative, and operational dimensions of AIOps adoption. The synthesis of 12 selected studies reveals a landscape where AIOps augments pedagogical strategies, automates administrative tasks, and enhances institutional decision-making. Academic benefits manifest through personalised learning experiences, innovative pedagogical approaches, and predictive analytics for student success. However, the integration of AIOps is full of challenges. Technical hurdles encompass data quality and availability, compatibility, and resource constraints, requiring comprehensive technological foundations. Organisational and cultural challenges necessitate strategies to mitigate change resistance, provide staff training, and address ethical considerations. The review identifies emerging patterns such as collaborative learning environments, data-driven institutional management, and the moral integration of AI in education. The interplay of benefits and challenges underscores the importance of a holistic approach involving educators, technologists, administrators, and policymakers. The findings illuminate the potential for HEIs to harness AIOps's capabilities while navigating intricacies to foster an AI-enhanced educational landscape. The implications for HEIs encompass strategic investment in infrastructure, comprehensive staff training, and ethical frameworks for AI use. The article concludes by advocating for an adaptive approach to AIOps adoption, informed by the synthesis of benefits, challenges, and emerging trends, to shape the future of education in developing countries.

Resumen: Los agentes conversacionales (CAs) han recorrido un largo camino desde su primera aparición en la década de 1960. Avances tecnológicos continuos, como la informática estadística y los grandes modelos del lenguaje, vienen logrando una interacción cada vez más natural y sin esfuerzo entre humanos. El presente estudio realizó una revisión bibliométrica sobre el uso de los chatbots en el contexto educativo, recopilando los documentos científicos de la base de datos Scopus. Los resultados destacan los vacíos de conocimiento de la investigación; asimismo, se evidencian múltiples direcciones para futuras investigaciones basadas en aprendizaje colaborativo (collaborative learning), agentes conversacionales encarnados (embodied conversational agents), agentes conversacionales pedagógicos (pedagogical conversational agents), procesamiento del lenguaje natural (natural language processing) y agentes racionales (rational agents). La investigación contribuye a la teoría científica sobre los chatbots y su incidencia en la educación al establecer un repaso bibliométrico del tema y mostrar implicaciones prácticas al resaltar las oportunidades de investigación y vacíos de conocimiento.

Resumo: Os agentes conversacionais (CAs) percorreram um longo caminho desde a sua primeira aparição na década de 1960. Os avanços tecnológicos contínuos, como a informática estatística e os grandes modelos de linguagem, estão a alcançar uma interação cada vez mais natural e sem esforço entre os seres humanos. O presente estudo realizou uma revisão bibliométrica sobre a utilização de chatbots no contexto educativo, compilando documentos científicos da base de dados Scopus. Os resultados destacam as lacunas de conhecimento na investigação; da mesma forma, múltiplas direções são evidentes para investigações futuras baseadas na aprendizagem colaborativa (collaborative learning), agentes conversacionais encarnados (embodied conversa- tional agents), agentes conversacionais pedagógicos (pedagogical conversational agents), processamento de linguagem natural (natural language processing) e agentes racionais (rational agents). A investigação contribui para a teoria científica sobre chatbots e a sua incidência na educação ao estabelecer uma revisão bibliométrica do tema e mostrar implicações práticas ao destacar oportunidades de investigação e lacunas de conhecimento.

Abstract: Conversational agents (CAs) have come a long way since their first appearance in the 1960s. Ongoing technological advances, such as statistical computing and large-scale language models, have made human-to-human interaction increasingly natural and effortless. The present study conducted a bibliometric re- view of the use of chatbots in educational contexts by collecting scientific papers from the Scopus database. The results highlight the gaps in research knowledge and suggest several directions that can be taken for future research based on collaborative learning, embodied conversational agents, pedagogical conversational agents, natural language processing, and rational agents. The research contributes to the scientific theory of chatbots and their impact on education by providing a bibliometric review of the topic and shows practical implications by highlighting research opportunities and knowledge gaps.

Resumen El artículo expone los resultados de una investigación-acción que resalta la capacidad del magisterio para innovar en su práctica educativa cotidiana, enfrentando las desigualdades económicas, sociales y culturales que limitan el acceso a recursos tecnológicos. Su objetivo fue demostrar cómo, a través de la colaboración entre docentes y directivos, la implementación de recursos tecnológicos en un aula de primaria puede transformar la experiencia educativa y motivar a los estudiantes. Mediante una metodología de investigación-acción, se gestionaron dispositivos tecnológicos disponibles en la escuela, los cuales fueron instalados en el aula para sorpresa y entusiasmo de los estudiantes. Se diseñaron actividades educativas que fomentaron la interacción activa con la tecnología y promovieron su aprendizaje. A pesar de los limitados resultados en la divulgación institucional, el proyecto evidenció el impacto positivo de la integración tecnológica en contextos educativos desafiantes, destacando la creatividad y el esfuerzo de los docentes para superar las barreras del entorno y garantizar una educación de calidad. Este estudio subraya la importancia de proporcionar mayores apoyos institucionales para incluir tecnologías en las escuelas, especialmente en regiones desfavorecidas, donde el compromiso docente marca la diferencia en el aprendizaje de las nuevas generaciones.

Abstract The article presents the results of an action-research project that highlights the capacity of teachers to innovate in their daily educational practice, facing the economic, social and cultural inequalities that limit access to technological resources. Its objective was to demonstrate how, through collaboration between teachers and principals, the implementation of technological resources in a primary classroom can transform the educational experience and motivate students. Using an action-research methodology, technological devices available at the school were managed, which were installed in the classroom to the surprise and enthusiasm of the students. Educational activities were designed that encouraged active interaction with technology and promoted their learning. Despite the limited results in institutional dissemination, the project showed the positive impact of technological integration in challenging educational contexts, highlighting the creativity and effort of teachers to overcome environmental barriers and guarantee quality education. This study highlights the importance of providing greater institutional support to include technologies in schools, especially in disadvantaged regions, where teacher commitment makes a difference in the learning of new generations.

Resumo Este artigo apresenta os resultados de um projeto de pesquisa-ação que destaca a capacidade dos professores de inovar em sua prática educacional diária, enfrentando as desigualdades econômicas, sociais e culturais que limitam o acesso aos recursos tecnológicos. Seu objetivo foi demonstrar como, por meio da colaboração entre professores e gestores, a implementação de recursos tecnológicos em uma sala de aula do ensino fundamental pode transformar a experiência educacional e motivar os alunos. Usando uma metodologia de pesquisa-ação, os dispositivos tecnológicos disponíveis na escola foram gerenciados e instalados na sala de aula, para surpresa e entusiasmo dos alunos. Foram elaboradas atividades educacionais que incentivaram a interação ativa com a tecnologia e promoveram seu aprendizado. Apesar dos resultados limitados em termos de alcance institucional, o projeto evidenciou o impacto positivo da integração da tecnologia em contextos educacionais desafiadores, destacando a criatividade e o esforço dos professores para superar as barreiras ambientais e garantir uma educação de qualidade. Este estudo ressalta a importância de fornecer maior apoio institucional para incluir tecnologias nas escolas, especialmente em regiões desfavorecidas, onde o comprometimento dos professores faz a diferença no aprendizado das novas gerações.

Resumen Se caracteriza la enseñanza de contenidos tecnológicos en nuestra disciplina, diferenciándolos de la tecnología educativa. Para ello en primer lugar se detalla su incorporación en los planes de estudio de bibliotecología y ciencia de la información (ByCI), destacando la transición desde un área transversal hacia una específica. A su vez se hace referencia a los temas que abarcan estos contenidos, su relevancia y estabilidad a lo largo del tiempo, y el agregado de nuevos tópicos. En un segundo momento se aborda la necesidad de un perfil tecnológico para los graduados en ByCI, subrayando la importancia de habilidades informáticas avanzadas y la capacidad para entender y enseñar conceptualmente las tecnologías. En tercer término, se analiza la evolución de la formación, desde la automatización de catálogos hasta la necesidad actual de competencias más profundas en temas informático, se exploran diversas estrategias pedagógicas como el aprendizaje basado en la resolución de problemas y el aprendizaje colaborativo. Además, se introduce la discusión sobre el uso de la inteligencia artificial desde una perspectiva crítica, como apoyo didáctico en las aulas. Finalmente, se destaca la necesidad de mejorar las infraestructuras tecnológicas y la capacitación docente en nuevas tecnologías emergentes, promoviendo la inclusión digital y la actualización continua.

Abstract The teaching of technological content in our discipline is characterized, differentiating it from educational technology. First, the incorporation of such content into the curriculum of library and information science (LIS) is detailed, highlighting the transition from a cross-disciplinary area to a specific one. The topics covered by this content, their relevance and stability over time, and the addition of new topics are also discussed. In the second part, the need for a technological profile for LIS graduates is addressed, emphasizing the importance of advanced computing skills and the ability to conceptually understand and teach technologies. In the third moment, the evolution of training is discussed, from catalog automation to the current need for deeper competencies in information technology. Various pedagogical strategies, such as problem-based learning and collaborative learning, are explored. Additionally, the discussion introduces the use of artificial intelligence from a critical perspective as a teaching aid in classrooms. Finally, the need to improve technological infrastructure and teacher training in emerging technologies is highlighted, promoting digital inclusion and continuous updating.

RESUMO O surgimento de novas tecnologias faz com que seja necessário que novas estratégias de ensino sejam incorporadas à sala de aula. Nesse sentido, neste trabalho, relatamos a experiência de uso de uma metodologia de ensino baseada na Aprendizagem Baseada em Projetos em associação com o método Scrum - tradicionalmente utilizado no gerenciamento de projetos de software - em um projeto não-software, um curso MOOC, desenvolvido por alunos da disciplina de Tópicos Especiais em Informática Educativa ao longo de um semestre letivo. Com esta pesquisa, buscou-se compreender a percepção dos alunos sobre o uso desta combinação em sala de aula em termos da contribuição do projeto para sua aprendizagem, dos aspectos positivos e negativos por eles observados e como estes avaliam sua própria atuação e a dos colegas no projeto. Os dados foram coletados por meio de um questionário e avaliados quantitativa e qualitativamente. Os resultados mostram que o projeto foi concluído com sucesso, apresentando cenários promissores em relação ao ganho de aprendizagem percebido pelos alunos, à aquisição de novas experiências e a uma melhor preparação para o mercado de trabalho.

ABSTRACT The emergence of new technologies makes it necessary for new teaching strategies to be incorporated into the classroom. In this sense, in this work, we report the experience of using a teaching methodology based on Project-Based Learning in association with the Scrum method, traditionally used in software project management, in a non-software project, a MOOC course developed by students of the Special Topics in Educational Computing discipline over the course of an academic semester. With this research, we sought to understand students' perceptions of the use of this combination in the classroom in terms of the project's contribution to their learning, the positive and negative aspects they observed, and how they evaluate their own performance and that of their colleagues in the project. Data were collected through a questionnaire and evaluated quantitatively and qualitatively. The results show that the project was completed successfully, presenting promising scenarios in relation to the learning gains perceived by the students, the acquisition of new experiences, and better preparation for the job market.

RESUMEN La aparición de las nuevas tecnologías hace necesaria la incorporación de nuevas estrategias didácticas en las aulas. En este sentido, en este trabajo se reporta la experiencia de utilización de una metodología de enseñanza basada en el Aprendizaje Basado en Proyectos en asociación con el método Scrum - tradicionalmente utilizado en la gestión de proyectos de software - en un proyecto no software, un curso MOOC, desarrollado por estudiantes de la disciplina Temas Especiales en Computación Educativa a lo largo de un semestre académico. Con esta investigación se buscó comprender la percepción de los estudiantes sobre el uso de esta combinación en el aula en términos de la contribución del proyecto a su aprendizaje, los aspectos positivos y negativos que observaron y cómo evalúan su propio desempeño y el de sus compañeros en el proyecto. Los datos fueron recolectados a través de un cuestionario y evaluados cuantitativa y cualitativamente. Los resultados muestran que el proyecto se completó con éxito, presentando escenarios prometedores en relación a los beneficios de aprendizaje percibidos por los estudiantes, la adquisición de nuevas experiencias y una mejor preparación para el mercado laboral.

RESUMEN La investigación centró su estudio en la formación desde la alfabetización informacional, de competencias informacionales e investigativas en el profesional de las Ciencias Informáticas. El estudio destaca la importancia de desarrollar competencias informacionales integradas a las investigativas en los estudiantes de pregrado y posgrado en un mundo, cada vez más, basado en la tecnología y la información y desplegar acciones de investigación, desarrollo e innovación que contribuyan al desarrollo social. La experiencia surge a partir de insatisfacciones constatadas en las memorias escritas de diferentes trabajos de curso, diplomas, extraclases y tesinas, así como en las exposiciones de diferentes ejercicios de evaluación final. A tales efectos, se propone un conjunto de acciones para contribuir al desarrollo de competencias informacionales e investigativas que parten de un diagnóstico de necesidades, debilidades y fortalezas que revelan las particularidades de los estudiantes que cursan estudios en la modalidad semipresencial en el Centro de Estudio de Tecnologías y Sistemas. Como resultados se presentan, además, el diseño temático de los cursos aplicados como asignatura optativa en el pregrado y diplomado en la formación continua del profesional. La propuesta fue valorada mediante la consulta a especialistas con resultados positivos, e introducida en la práctica educativa donde se evidenciaron sus posibilidades de transformación.

ABSTRACT The research focused its study on the training from information literacy, informational and investigative skills in the Information Science professional. The study highlights the importance of developing informational skills integrated with research in undergraduate and graduate students in a world increasingly based on technology and information, and deploying research, development and innovation actions that contribute to social development. The experience arises from dissatisfactions verified in the written memories of different course work, diplomas, extraclasses and dissertations, as well as in the presentations of different final evaluation exercises. To this end, a set of actions is proposed to contribute to the development of informational and investigative competencies that start from a diagnosis of needs, weaknesses, and strengths that reveal the particularities of students who study in the blended modality at the Center for the Study of Technologies and Systems. As results are also presented, the thematic design of the courses applied as an optional subject in the undergraduate and graduate in the continuous training of the professional. The proposal was evaluated by consulting specialists with positive results, and introduced into educational practice where its possibilities for transformation were evident.

Resumen El mayor reto en las universidades cubanas en la actualidad, tomando como punto de partida el avance científico-tecnológico alcanzado, es el desarrollo del Proceso de Enseñanza-Aprendizaje mediante la Integración de las Tecnologías de la Información y las Comunicaciones. Es necesario para ello el cambio de mentalidad de muchos profesores que tienden a negar esta integración, por disímiles causas y por otro lado la implementación de una superación, que posibilite una preparación más rigurosa para afrontar la docencia con las nuevas tendencias que van surgiendo en los distintos escenarios docentes, sobre todo los que se efectúan en los denominados entornos ubicuos. Por esta razón se efectúa actualmente esta investigación, como parte del currículo de la Maestría en Didáctica, que se realiza en la Universidad de Artemisa, y que tiene como objetivo general: Sistematizar algunos referentes teóricos que sustentan el Proceso de Enseñanza-Aprendizaje de la Informática en correspondencia con las tendencias actuales de la educación universitaria y la Integración de la Tecnología Móvil en el mencionado proceso, aplicadas al entorno ubicuo que rige la educación actual. En esta investigación se diseñó una Estrategia de Superación Pedagógica como resultado, para lo cual se utilizaron los métodos, teóricos, empíricos y estadísticos que permitieron el aprovechamiento de sus potencialidades educativas, así como de las y de las necesidades de la sociedad actual. Como principal resultado se logró realizar en este primer momento la sistematización de los referentes teóricos en las que se basaron los autores para poder diseñar más adelante la propuesta.

Abstract The greatest challenge in Cuban universities today, taking as a starting point the scientific-technological progress achieved, is the development of the Teaching-Learning Process through the Integration of Information and Communications Technologies. For this, it is necessary to change the mentality of many teachers who tend to deny this integration, for different reasons, and on the other hand, the implementation of improvement, which enables a more rigorous preparation to face teaching with the new trends that are emerging in the different teaching scenarios, especially those that take place in so-called ubiquitous environments. For this reason, this research is currently being carried out, as part of the curriculum of the Master's Degree in Didactics, which is carried out at the University of Artemisa, and whose general objective is: Systematize some theoretical references that support the Teaching-Learning Process of Computing. in correspondence with current trends in university education and the Integration of Mobile Technology in the aforementioned process, applied to the ubiquitous environment that governs current education. In this research, a Pedagogical Improvement Strategy was designed as a result, for which theoretical, empirical and statistical methods were used that allowed the exploitation of its educational potential as well as the needs of today's society. As the main result, it was possible to systematize the theoretical references on which the authors relied in order to later design the proposal.

The COVID-19 pandemic restrained the academic environment and changed the rules of the educational game; contact classes were restricted, and online assessments had to be introduced. This situation opened an opportunity for some students to use source-code plagiarism to pass coding assessments in the Introduction to Programming subject module. The focus of this paper is on making sense of this environment to establish a process to ensure that students obtain the skills they need to build on in subsequent modules. This is necessary to reach the outcomes of a computing course. Four aspects were used in establishing this source-code plagiarism awareness process in focusing on one class of students. Qualitative data were gathered by firstly requesting the class to supply feedback on their understanding of source-code plagiarism, and secondly inviting students identified as guilty of Python source-code plagiarism to start a conversation with the lecturer, which was triangulated with quantitative data regarding the success of the latter group in terms of their pass rate. Although the Measure of Software Similarity tool was instrumental in establishing a source-code plagiarism detection process, it is cumbersome and time consuming. Hence fourthly, it was compared to other available tools to determine their suitability in comparison. A refined source-code plagiarism awareness process is the resultant finding of this paper.

Resumo A baixa participação das mulheres no campo das Tecnologias da Informação e Comunicação (TIC) continua sendo um tema relevante globalmente devido às persistentes disparidades de gênero neste setor. As explicações para esse fenômeno indicam que é resultado de múltiplas causas que abrangem aspectos individuais, interpessoais e estruturais dos papéis de gênero. Em nível nacional, apesar de as mulheres constituírem mais de 60% das matrículas no ensino superior, sua presença em carreiras fundamentais para o setor de TIC mal ultrapassa os 23% (CUTI, 2019). Este trabalho busca identificar os fatores explicativos para a baixa participação das mulheres em carreiras relacionadas à computação. Para isso, primeiro propõe-se realizar uma revisão e categorização da literatura especializada em nível internacional. Em segundo lugar, será realizado uma análise da percepção de informantes qualificadas sobre as causas da sub-representação de mulheres nas carreiras relacionadas à computação em nível nacional. A combinação dessas duas abordagens analíticas possibilita a geração de evidências relevantes sobre a manifestação das barreiras de gênero nas diferentes etapas educacionais, ao longo do curso da vida e em diferentes níveis, desde o individual até o estrutural. Os resultados obtidos têm o potencial de contribuir para o desenho de políticas destinadas a abordar as desigualdades de gênero no setor de TIC.

Abstract The low participation of women in the field of Information and Communication Technologies (ICT) continues to be a relevant issue globally due to persistent gender disparities in this sector. Explanations for this phenomenon demonstrate that it is a multifaceted issue involving individual, relational, and structural aspects of gender roles. At the national level, despite women constituting more than 60% of enrollments in tertiary education, their presence in key careers for the ICT sector barely reaches 23% (CUTI, 2019). This work seeks to identify explanatory factors for the low participation of women in Computing-related careers. To achieve this, first, a review and categorization of specialized literature at the international level are proposed. Secondly, an analysis will be conducted on the perception of qualified informants regarding the causes of underrepresentation of women in computer-related careers at the national level. The combination of these two analytical approaches enables the generation of relevant evidence regarding the manifestation of gender barriers in different educational stages, throughout the lifespan, and at various levels, from the individual to the structural. The obtained results have the potential to contribute to the design of policies aimed to address gender inequalities in the ICT sector.

Resumen La escasa participación de mujeres en el ámbito de las Tecnologías de la Información y la Comunicación (TIC) sigue siendo un tema relevante a nivel global debido a las persistentes disparidades de género en este sector. Las explicaciones a este fenómeno señalan que es resultado de múltiples causas que abarcan aspectos individuales, interpersonales y estructurales de los roles de género. A nivel nacional, a pesar de que las mujeres constituyen más del 60% de las matrículas en la educación terciaria, su presencia en las carreras fundamentales para el sector TIC apenas alcanza el 23% (CUTI, 2019). Este trabajo busca identificar los factores explicativos sobre la baja participación de las mujeres en las carreras relacionadas con la computación. Para ello, primero se realiza una revisión y categorización de la literatura especializada a nivel internacional. En segundo lugar, se lleva a cabo un análisis de la percepción de informantes calificadas sobre las causas de la subrepresentación de mujeres en las carreras relacionadas con la computación a nivel nacional. La combinación de estos dos enfoques analíticos permite problematizar y sintetizar la influencia de los roles de género como factores explicativos en las distintas etapas educativas y a lo largo del curso de vida. Los resultados obtenidos tienen el potencial de contribuir al diseño de políticas destinadas a abordar las desigualdades de género en el sector de las TIC.

A realidade atual exige conhecimentos científicos modernos para interpretar e participar das decisões sobre Ciência e Tecnologia. No ensino de Física, a Física Moderna e Contemporânea é pouco abordada na educação básica devido à desatualização curricular e falta de materiais, afetando a formação crítica dos estudantes. Mesmo quando abordada, a ênfase se limita aos primórdios da Mecânica Quântica, insuficiente para a compreensão dos problemas atuais. Este trabalho propõe explorar práticas de ensino de Computação Quântica no Ensino Médio, destacando sua relevância científica e industrial. Essas práticas se baseiam em ações realizadas no âmbito da presente pesquisa, assim como ações identificadas em um levantamento bibliográfico. Identifica-se três enfoques: Conceitual, Instrumental e Sociocientífico. O Enfoque Conceitual articula os conceitos da Computação Quântica; o Enfoque Instrumental aborda habilidades procedimentais e uso de tecnologias digitais e algoritmos quânticos; o Enfoque Sociocientífico foca na formação de atitudes e valores. A partir desses enfoques, elaborou-se uma matriz de orientação com três objetivos de aprendizagem: Informação, Questionamento e Tomada de Decisões. Essa matriz visa não apenas classificar, mas proporcionar uma compreensão abrangente das abordagens, possibilitando orientar práticas de ensino de Computação Quântica no ensino médio e como base para futuras investigações sobre a interseção entre práticas educacionais e discursos científicos. Tecnologia materiais estudantes atuais Médio industrial pesquisa bibliográfico Identificase Identifica enfoques quânticos valores elaborouse elaborou aprendizagem Informação Decisões classificar abordagens

The current reality requires modern scientific knowledge to interpret and participate in decisions about Science and Technology. In Physics teaching, Modern and Contemporary Physics is little covered in basic education due to outdated curriculum and lack of materials, affecting students’ critical training. Even when addressed, the emphasis is limited to the beginnings of Quantum Mechanics, which is insufficient for understanding current problems. This work proposes to explore Quantum Computing teaching practices in high school, highlighting its scientific and industrial relevance. These practices are based on actions carried out within the scope of this research, as well as actions identified in a bibliographic survey. Three approaches are identified: Conceptual, Instrumental and Socio-scientific. The Conceptual Approach articulates the concepts of Quantum Computing; the Instrumental Approach addresses procedural skills and the use of digital technologies and quantum algorithms; the Socio-Scientific Approach focuses on the formation of attitudes and values. Based on these approaches, a guidance matrix was created with three learning objectives: Information, Questioning and Decision Making. This matrix aims not only to classify, but to provide a comprehensive understanding of the approaches, making it possible to guide Quantum Computing teaching practices in high school and as a basis for future investigations into the intersection between educational practices and scientific discourses. Technology materials students training addressed Mechanics problems relevance research survey Socioscientific. Socioscientific Socio scientific. Socio-scientific algorithms SocioScientific Scientific values objectives Information Making classify discourses

Este trabalho apresenta uma revisão sistemática da literatura sobre o ensino de Computação Quântica (CQ) de 2010 a 2023, com artigos indexados nas bases Scopus, Web of Science e Scielo. Foram selecionados 50 artigos dos 283 inicialmente encontrados. Nosso estudo oferece um panorama dessas publicações, identificando a natureza dos trabalhos, o nível de ensino, o objetivo central, a metodologia utilizada, as justificativas para o ensino de CQ, as ferramentas e recursos empregados, os principais conteúdos ensinados e os resultados e recomendações. Dentre os resultados, destaca-se que a maioria dos estudos foca no nível de graduação e são propostas, com poucas pesquisas empíricas e relatos de experiência. Identificamos uma carência de referenciais teórico-metodológicos e uma lacuna na formação de professores, com apenas um estudo neste tema. A introdução da CQ é frequentemente feita através da programação quântica, aproveitando ferramentas para a construção de circuitos quânticos, valorizados pela indústria. Os desafios incluem falta de clareza nos objetivos educacionais e métodos de ensino. Recomendações incluem a integração de tópicos quânticos desde níveis introdutórios, continuidade na pesquisa, desenvolvimento de materiais educativos e parcerias com a indústria. O interesse no ensino de CQ é impulsionado pelo potencial de impacto das tecnologias quânticas na economia global. (CQ 201 2023 Scopus Scielo 5 28 encontrados publicações trabalhos central utilizada empregados recomendações destacase destaca se propostas experiência teóricometodológicos teórico metodológicos professores tema quântica indústria introdutórios pesquisa global 20 202 2

This work presents a systematic review of the literature on the teaching of Quantum Computing (QC) from 2010 to 2023, with articles indexed in the Scopus, Web of Science and Scielo databases. 50 articles were selected from the 283 initially found. Our study offers an overview of these publications, identifying the nature of the work, the level of teaching, the central objective, the methodology used, the justifications for teaching QC, the tools and resources used, the main content taught and the results and recommendations. Among the results, it is highlighted that most studies focus on the undergraduate level and are proposals, with little empirical research and experience reports. We identified a lack of theoretical-methodological references and a gap in teacher training, with only one study on this topic. The introduction of QC is often done through quantum programming, utilizing tools for building quantum circuits, which are valued by the industry. The challenges include a lack of clarity in educational objectives and teaching methods. Recommendations include the integration of quantum topics from introductory levels, continuity in research, development of educational materials, and partnerships with the industry. Interest in teaching QC is driven by the potential impact of quantum technologies on the global economy. (QC 201 2023 Scopus databases 5 28 found publications objective used recommendations proposals reports theoreticalmethodological theoretical methodological training topic programming circuits industry methods levels materials economy 20 202 2

RESUMEN Fundamento: los sistemas educativos enfrentan el desafío de utilizar las tecnologías de la información y las comunicaciones para proveer a sus estudiantes de las herramientas y conocimientos necesarios impuestos en el siglo XXI. Objetivo: diseñar la estructura temática del libro electrónico para la asignatura Informática Básica en las ciencias médicas. Métodos: se realizó una investigación de desarrollo con enfoque cualitativo en la Facultad de Ciencias Médicas “Calixto García” en el curso 2022. Se utilizaron métodos de nivel teórico: histórico-lógico, sistémico estructural, modelación e inductivo- deductivo. En el nivel empírico: entrevista y cuestionario para verificar los nexos y relaciones que se ofrecen en los referentes teóricos relacionados con las características que debe poseer un libro de texto como medio de enseñanza en el proceso docente educativo. Resultados: se elaboró el libro electrónico de Informática Básica donde su tuvieron en cuenta los objetivos y desarrollo de habilidades declarados en el programa de la asignatura; contiene cinco temas; está estructurado en portada, índice y capítulos; tiene ejercicios propuestos y ejercicios resueltos, diagramas, animaciones e imágenes, vínculos donde se puede extraer información adicional y precisa, y múltiples documentos bibliográficos. Conclusiones: el libro electrónico para la asignatura Informática Básica fortalece el desarrollo del proceso docente educativo y sirve de base para la formación de habilidades una vez graduado el estudiante. Fue valorado como adecuado acorde a los objetivos del curso, por los expertos consultados.

ABSTRACT Background: educational systems face the challenge of using information and communications technologies to provide their students with the necessary tools and knowledge imposed in the 21st century. Objective: design the thematic structure of the electronic book for the subject Basic Computing in medical sciences. Methods: a development research with a qualitative approach was carried out at the “Calixto García” Faculty of Medical Sciences in the 2022 academic year. Theoretical level methods were used: historical-logical, structural systemic, modeling and inductive-deductive. At the empirical level: interview and questionnaire to verify the links and relationships offered in the theoretical references related to the characteristics that a textbook should have as a teaching aid for the teaching-learning process. Results: the Basic Computing electronic book was prepared where the objectives and development of skills declared in the subject program were taken into account; it contains five topics; It is structured into a cover, index and chapters; It has proposed exercises and solved exercises, diagrams, animations and images, links where additional and precise information can be extracted, and multiple bibliographic documents. Conclusions: the electronic book for the Basic Computing subject strengthens the development of the educational teaching process and serves as a basis for the formation of skills once the student graduates. It was assessed as adequate according to the objectives of the course, by the experts consulted.

Science educators need tools to assess to what extent learners' knowledge can be transferred to novel real-world situations. Virtual reality learning environments (VRLEs) offer the possibility of creating authentic tools where situated learning and assessment can take place, but there is a lack of evidence-based guidelines to inform the design and development of the VRLEs focussing on the user, that is the learner experience, especially for secondary schools. Drawing on theoretical premises and guidelines from user experience, usability, and technologically enabled assessment literature, we designed, developed, evaluated, and refined a VRLE prototype for the authentic assessment of knowledge transfer in the secondary school science classroom as guided by the design science research approach. Lessons learnt from the implementation and iterative evaluation of the prototype are presented as a set of literature-based, empirically validated guidelines to support and guide educational designers and developers to create VRLEs focused on supporting the learner experience. The contribution of this study is a VRLE design model with the learner at its core, the definition of VLX to include learner-specific aspects of immersive environments, and guidelines for the development of an effective and efficient virtual reality environment for the assessment of knowledge transfer in science education. Categories · Human-centred computing ~ Human computer interaction (HCI), Interaction paradigms, Virtual reality